Show Notes
Around this time of the year, across the Motu, teachers in secondary schools crack out their very best craft skills and upgrade the displays in their classrooms and departments in readiness for the school Open Evening.
Bags and Chris talk about this phenomenon (and the many things you find yourself responsible for as a teacher) as well as the Structured Literacy pedagogy that is now mandated in New Zealand primary schools.
What have you been asked to do for a school open evening?
More from It's a Boy Thing
In this discussion, Bags, Chris and a Emma Stilwell, the Christ's College librarian examine the reported declining reading habits of adolescent boys and explore strategies we've employed successfully to reverse this trend. We highlight that while students value approachable teachers who connect with them, many struggle with sustained focus due to the omnipresence of digital distractions and AI. We advocate for structured routines, such as dedicated silent reading time in class and at home, to build the "mental fitness" necessary for academic success and personal wellbeing. By treating reading as a disciplined practice akin to physical training, we believe that schools can foster a genuine love for literature. Ultimately, collaboration between teachers, families, and libraries is essential to creating an environment where reading is both expected and celebrated as a core value.
Change is an inherent feature of our education system, but it has to be said that the changes have been coming thick and fast in recent years. Our Curriculum was undergoing what is euphemistically described as a 'refresh' over the last few years, only for us to find that it's now in the bin, to be replaced by a new 'revision'. Similarly our national assessment system, NCEA, which is in the middle of 5 year revision, has been ditched in order to go back to a system that seems reminiscent of the one it replaced 20 years ago. Bags and Chris reflect on these changes on the day they were announced and start putting together plans.
Bags and Chris, in a moment of unexpected synchronicity, both have a class that is uncannily silent. We ask a question: crickets. They're doing good work, they're great young men - but as a group: diabolical. We explore the possible precursors for this and we look at what action we can take to get the boys talking.
In the third week of the school year, Chris and Gena explored the new year as a fresh start, including Chris' newly 'upgraded' classroom (complete with LEDs and a lava lamp). The conversation shifted to celebrating Gena's outstanding achievement of three English scholarships at Otago Boys, including one outstanding scholarship. We discussed the importance of maintaining high expectations, establishing powerful routines, and the positive impact this has on student learning. We reflected on how setting ambitious targets ourselves models the very dispositions we ask of our students, and shared insights about the learning relationships we build with boys who may not verbalise appreciation often but deeply value rigorous, disciplined learning environments.
As a coda to last week's episode about the harm AI is doing to boys' learning in English classes, today Bags and Chris offer some discrete and specific examples of what actually happens in their English classrooms.